The Impact Of Teaching Management System On The Teaching Input Of College Teacher

Currently,China’s higher education has entered a connotative development stage with improving quality as the core.To promote the high-quality development of higher education and improve the quality of talent cultivation in higher education,the teaching of university teachers is a key factor.The teaching work of university teachers is carried out in an institutionalized university environment,and the university teaching management system has a direct and important impact on teachers’ teaching investment.However,in recent years,problems such as "water courses" and "unemployment upon graduation" among undergraduate students have emerged in endlessly,and the social credibility of higher education has seriously declined.Problems may have arisen in the interaction between the teaching management system and university teachers."Taking this as the foundation,four regressions",teaching undergraduate courses,evaluating the quality of undergraduate teaching in higher education,and a series of national initiatives in the field of higher education also reflect the country’s hidden concerns about the investment of university teachers in teaching.Colleges and universities are institutionalized entities,and the institutional environment constitutes the first environment for the development of college teachers’ teaching work.This study adopts a qualitative research method,starting from the perspective of teaching management system,and based on the new institutionalism theory of organizational sociology,to analyze the teaching investment of university teachers.This study obtained data through in-depth interviews with 15 interviewees from University A,and conducted data capture,coding,and comparative analysis under the guidance of the analytical framework and grounded theoretical research ideas of American organizational sociologist W.Richard Scott.Finally,a theoretical model of the impact of teaching management systems on college teachers’ teaching investment was constructed.The three core areas of this study are teaching engagement,willingness to engage,and institutional environment.According to this,the story line of this study is that institutional environment affects teachers’ behavioral choices in the actual work environment through its impact on teachers’ teaching awareness.First of all,due to the alienation of the implementation goals of regulatory teaching management systems during the institutionalization process,teaching work has gradually become "sub central" in the teacher’s cognitive system.To some extent,teachers’ teaching behavior has emerged as guided by "system requirements,to meet requirements",taking system requirements as the goal and reference of their own teaching work,while ignoring the due value of teaching,The situation that teaching investment is divorced from practical needs exists in a large area.Secondly,the current standardized teaching management system in A University lacks guidance on the role of teachers,which has led to the loss of teachers’ sense of responsibility and love for teaching in the teaching consciousness of young teachers.Some young teachers have a weak sense of identity with their own professional roles,and there is a relative shortage of teaching investment based on the prescriptive nature of teachers’ identities.Finally,under the influence of the external environment,the stable psychological contractual relationship between teachers and schools that should be established based on the teaching relationship has weakened.The behaviors and attitudes of teachers’ peers and students provide an action framework and psychological support for the differentiation of teachers’ teaching behavior choices.The polarization trend and tendency of teachers’ group teaching choices or trade-offs are obvious.The findings of this study reveal the problems in college teachers’ teaching behavior choices under the influence of relevant systems,the underlying institutional reasons,and the corresponding psychological characteristics of teachers,providing a new analytical perspective for understanding and exploring the issue of college teachers’ teaching engagement.